Describing events may be challenging for any child, but children who use communication aids may face unique linguistic, pragmatic, and strategic challenges in conveying information with the communication means they have available. This study explores strategies used by young, aided communicators when describing the content of a video unknown to their communication partners. The participants of the study were 48 aided communicators (aged 5;3–15;2) from nine countries and seven language groups and their communication partners (parents, professionals, and peers) who used natural speech. Descriptive and statistical analyses were utilized to investigate the relationships between individual characteristics, linguistic and non-linguistic factors, linguistic strategies, and performance in conveying the content of the video event. Analyses of the 48 videotaped interactions revealed the use of a variety of linguistic elements and multimodal strategies, demonstrating both creativity and challenges. Success in relaying messages was significantly related to age, mode of communication, and individual profiles, such as everyday communication functioning and comprehension of grammar. Measures of receptive vocabulary and non-verbal reasoning were not significantly related to communicative success. The use of shared context and negotiation of meaning of potentially ambiguous utterances demonstrate the shared responsibility of disambiguation and meaning construction in interactions involving aided and naturally speaking communicators.

描述事件对任何孩子来说都可能具有挑战性，但使用交流工具的儿童在用他们可用的交流方式传达信息方面可能面临独特的语言、实用和战略挑战。本研究探讨了年轻的辅助传播者在描述他们的传播伙伴不知道的视频内容时使用的策略。该研究的参与者是来自 9 个国家和 7 个语言组的 48 名辅助交流者（5 岁；3-15 岁；2 岁）及其使用自然语言的交流伙伴（父母、专业人士和同龄人）。描述性和统计分析被用来调查个人特征、语言和非语言因素、语言策略和传达视频事件内容的表现之间的关系。对 48 个录像互动的分析揭示了各种语言元素和多模式策略的使用，展示了创造力和挑战。传递信息的成功与年龄、交流方式和个人资料（例如日常交流功能和语法理解）显着相关。接受性词汇和非语言推理的测量与交际成功没有显着关系。共享上下文的使用和潜在歧义话语的意义协商表明，在涉及辅助和自然说话的交流者的互动中，消歧和意义构建的共同责任。传递信息的成功与年龄、交流方式和个人资料（例如日常交流功能和语法理解）显着相关。接受性词汇和非语言推理的测量与交际成功没有显着关系。共享上下文的使用和潜在歧义话语的意义协商表明，在涉及辅助和自然说话的交流者的互动中，消歧和意义构建的共同责任。传递信息的成功与年龄、交流方式和个人资料（例如日常交流功能和语法理解）显着相关。接受性词汇和非语言推理的测量与交际成功没有显着关系。共享上下文的使用和潜在歧义话语的意义协商表明，在涉及辅助和自然说话的交流者的互动中，消歧和意义构建的共同责任。